Skip Navigation
small NCES header image

Table 23.  Number and percentage of public primary schools with a written plan for responding to at least one crisis situation, and the percentage of schools with specified types of crisis response plans, by selected school characteristics: School year 2005–06
  Schools with a written
plan for responding to at
least one crisis situation
  Percentage of schools with specified
types of crisis response plans 
School characteristic  Number Percent   Shootings Natural disasters1 Hostages Bomb threats or incidents Chemical, biological, or radio-
logical threats or incidents2
All public schools  47,500 98   75 95 71 94 69
                 
Enrollment size                 
Less than 300  11,500 93   69 87 67 87 64
300–499  17,300 100   74 97 76 96 69
500–999  17,400 99   80 97 70 96 72
1,000 or more  1,200 97   60 93 62 93 69
                 
Urbanicity                 
City  13,800 98   74 94 64 94 66
Urban fringe  17,200 100   77 97 76 97 75
Town  4,200 97   71 93 60 93 55
Rural  12,200 95   73 93 75 88 67
                 
Crime level where students live3                 
High  4,100 95   74 95 57 89 63
Moderate  9,600 96   72 91 68 91 65
Low  28,300 98   75 95 74 95 72
Mixed  5,400 100   75 98 73 93 62
                 
Percent minority enrollment4                 
Less than 5 percent  8,200 95   70 89 70 91 78
5 to less than 20 percent  11,400 99   78 97 81 96 75
20 to less than 50 percent  10,600 100   77 97 73 95 66
50 percent or more  16,300 97   72 94 62 92 63
                 
Percent of students
eligible for free or
reduced-price lunch 
               
0–20 percent  10,700 99   78 97 79 95 77
21–50 percent  14,100 99   75 96 73 97 72
More than 50 percent  22,700 96   73 92 66 91 63
                 
Percent of students below 15th
percentile on standardized tests 
               
0–5 percent  18,100 99   76 95 75 96 74
6–15 percent  18,500 97   77 96 72 93 68
More than 15 percent  11,000 97   68 92 64 90 62
                 
Percent of students likely
to attend college 
               
0–35 percent  13,600 95   72 91 64 87 62
36–60 percent  14,700 99   78 97 73 96 70
More than 60 percent  19,200 99   73 96 75 96 73
                 
Percent of students who consider
academic achievement important 
               
0–25 percent  2,600 100   77 91 75 95 76
26–50 percent  8,100 95   68 92 60 84 58
51–75 percent  13,000 98   74 95 67 96 64
More than 75 percent  23,900 98   77 96 76 95 74
                 
Percent male enrollment                 
0–44 percent  2,900 94   66 92 66 94 70
45–55 percent  38,200 98   76 95 72 94 69
More than 55 percent  6,300 99   71 96 67 91 66
                 
Student-to-FTE ratio5                 
Less than 12 students  23,700 96   72 92 72 92 68
12–16 students  15,300 99   79 97 72 95 72
More than 16 students  8,500 100   75 98 67 97 65
                 
Number of classroom changes6                 
0–3 changes  20,000 97   71 94 69 92 67
4–6 changes  21,800 99   76 96 72 95 70
More than 6 changes  5,700 96   80 91 74 94 70
                 
Regular use of law enforcement7                 
Regular use  12,400 98   73 93 74 94 69
No regular use  35,100 98   75 95 70 93 69
                 
Number of serious
discipline problems8 
               
No problems  35,700 98   76 94 74 94 70
1 problem  6,100 96   68 95 58 90 62
2 problems  3,400 100   78 96 72 98 71
3 or more problems  2,300 100   64 100 63 89 60
                 
Transfers as a percentage
of enrollment9 
               
Less than 6 percent  7,700 100   74 96 77 96 76
6 to less than 11 percent  10,300 97   75 93 74 94 74
11 to less than 21 percent  12,600 96   72 91 70 91 65
21 percent or more  16,900 99   77 97 68 95 66
                 
Prevalence of schoolwide
disruptions10 
               
No disruptions  45,600 98   74 94 71 93 68
Any disruptions  1,900 100   93 97 79 100 83
                 
Percent of students
absent on a daily basis 
               
0–2 percent  5,900 96   65 91 65 93 66
3–5 percent  27,000 99   81 97 77 95 72
6–10 percent  11,100 96   65 92 64 89 65
More than 10 percent  3,400 98   73 91 63 98 64
                 
Prevalence of violent incidents11                 
No violent incidents  15,500 98   77 95 79 92 72
Any violent incidents  32,000 98   74 94 67 94 67
1 Examples of natural disasters provided to respondents were earthquakes or tornadoes.
2 Examples of chemical, biological, or radiological threats or incidents provided to respondents were the release of mustard gas, anthrax, smallpox, or radioactive materials.
3 Respondents were asked, "How would you describe the crime level in the area(s) in which your students live?" Response options included "high level of crime," "moderate level of crime," "low level of crime," and "students come from areas with very different levels of crime."
4 Responding schools that did not have race/ethnicity on the sampling frame (2 percent of schools) are excluded from the base.
5 Student-to-FTE ratio was calculated by dividing the total number of students enrolled in the school by the total number of full-time-equivalent teachers and aides. The total number of full-time-equivalent teachers and aides is a combination of the full-time and part-time teachers and aides, including special education teachers and aides, with an adjustment to compensate for the part-time status.
6 Respondents were asked, "How many classroom changes do most students make in a typical day?" Responses exclude morning arrival and afternoon departure.
7 Respondents were asked, "During the 2005–2006 school year, did you have any sworn law enforcement officers, security guards, or security personnel present at your school at least once a week?"
8 Serious discipline problems include student racial tensions, student bullying, student sexual harassment of other students, student verbal abuse of teachers, widespread disorder in classrooms, student acts of disrespect for teachers, gang activities, and cult or extremist group activities. If a respondent reported that any of these problems occurred daily or weekly in their school, each was counted once in the total number of serious discipline problems.
9 Transfers as a percentage of enrollment combines the number of students who were transferred to a school and the number of students who were transferred from a school divided by the total number of students enrolled in the school.
10 Schoolwide disruptions include actions that disrupted school activities such as death threats, bomb threats, and chemical, biological, or radiological threats. Respondents were instructed to exclude all fire alarms, including false alarms.
11 Violent incidents include rape or attempted rape, sexual battery other than rape, physical attack or fight with or without a weapon, threat of physical attack with or without a weapon, and robbery with or without a weapon.
NOTE: Respondents were included as having a written plan for responding to at least one crisis situation if they reported that they had a written plan that described procedures for any of the following: school shootings; natural disasters; hostages; bomb threats or incidents; or chemical, biological, or radiological threats or incidents. Detail may not sum to totals because of rounding. Responses were provided by the principal or the person most knowledgeable about crime and safety issues at the school. Primary schools are defined as schools in which the lowest grade is not higher than grade 3 and the highest grade is not higher than grade 8.
SOURCE: U.S. Department of Education, National Center for Education Statistics (NCES), 2005–06 School Survey on Crime and Safety (SSOCS), 2006.


Would you like to help us improve our products and website by taking a short survey?

YES, I would like to take the survey

or

No Thanks

The survey consists of a few short questions and takes less than one minute to complete.
National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education